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Students could do this with pen/paper, however doing it with technology can make it more exciting for students.

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Students will be given certain data sets and scenarios. Students will use these to create a mind map on inspiration where they start with the data set in one box, then branch off with the mean in one box, median in another, and mode in another. In another box that will follow, students will say if they think one of these are more representative of the average of the data sets and why. Students will send this to the teacher as a project.

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Online surveys make it easier for students to collect and analyze data

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Students will understand the different benefits of mean, median and mode. They will be able to find each, and also be able to analyze which would be best to use in certain situations, depending on which would best represent the average of a specific set of data.

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Students will sum up all of their work by making a screencastify where they show all of their data electronically including the surveys they gave out, their survey results presented in a graph, and the correlation coefficients that they found mathematically. Students will then talk about their conclusion on whether they believe their data is correlated using the mathematical evidence, and argue whether they think the correlation indicates causation/ what the reason for the correlation is.

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Students will use survey monkey to create a survey that they will give to their classmates and friends that will analyze students on two quantitative variable. Students will then analyze the data using correlation coefficients.

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Hohli is a graph/ chart generator that students will use to present the data from their surveys.

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This will be a multi-segmented lesson. There are two main parts of it that are separated between "Evaluate" and "Create." Students will collect data on two variables, and preform math tests on the data to figure out if there is a significant correlation between the two variables. Students will understand positive and negative correlation and the correlation coefficient, and will understand the best means to present the data graphically.

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Without google maps, students would not be able to be able to see these real life applications, and would not be able to figure out the distance and time it takes to get to certain places and students would not get the same genuine hands on experience.

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Students will be given a "map quest" sheet that will ask them to search for certain places on google maps and to find the distance/time it would take to get to the certain place. Students will then be asked various questions about this such as how many mph must you be driving on average to get to this place at this speed. How many miles per minute? How fast would you have to be going to get there in X amount of time? What if there were 5 traffic lights that required you to stop for 1 minute each?

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Students will show that they understand how to find unit rate, and know the correlations between distance and time

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Quizlet is a substitution for basic studying, review games, and flashcards

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Students will use a preset list of all multiplication math facts, and use various review games and online note cards to study them. https://quizlet.com/179766486/basic-multiplication-facts-flash-cards/

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Students will have basic math facts memorized

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Linoit substitutes the typical paper and pencil matching activities, and makes it easier, more functional and more practical.

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Students will use linoit on the smartboard to separate different fractions into categories of "greater than 1," ""less than 1" or "equal to 1." (Click image below)

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Objective: Students will understand fractions and improper fractions, and their relationship to the number 1.